Design science for digital literacy
An equity-sensitive framework for learning management system integration in resource-constrained universities
Bibliographic Data
| ID | 22164673 |
|---|---|
| Authors | Khulekani Yakobi (0000-0001-7568-5065, Durban University of Technology), Godwin Kaisara (0000-0002-5684-6764, Namibia University of Science and Technology), Tabisa Mayisela (0000-0003-4182-1983, University of Cape Town) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-03-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1744029 |
| OpenAlex | W7134959169 |
| Language | EN |
| Citations received | 1 |
| References cited | 21 |
Digital literacy is central to student success in technology-mediated higher education, particularly in resource-constrained environments. This study introduces the Digital Literacy Course for Learning Management Systems (DLC4LMS), an equity-sensitive instructional design framework that synthesises the ASSURE model, Universal Design for Learning (UDL), Community of Inquiry (CoI), EquityXDesign, and Laurillard’s Conversational Framework. Guided by Design Science Research (DSR), the study followed three iterative cycles: (1) relevance, identifying digital literacy gaps among first-year students; (2) design and development, constructing the DLC4LMS framework through theoretical integration and stakeholder input; and (3) rigour and evaluation, formatively validating the framework with academic staff at two South African universities. Findings suggest the importance of embedding equity as a design driver, integrating mobile-first tools, and linking digital literacy to both academic survival and employability. The DLC4LMS extends existing instructional design models, traditionally developed in well-resourced contexts. By adapting them for low-bandwidth, mobile-only, and equity-challenged universities. While developed in South Africa, its principles are transferable to similar Global South and humanitarian education settings. This research contributes a theoretically grounded, context-responsive model that advances inclusive digital transformation in higher education
Design science research · Design-based research · Digital transformation · Instructional design · Learning Management · Learning Sciences · Rigour · Stakeholder · Digital literacy in education · Educational Leadership and Innovation · Educational Theory and Curriculum Studies
Understanding Digital Literacies
Critical Inquiry in a Text-Based Environment
Digital competence and digital literacy in higher education research
Higher education strategy in digital transformation
From digital literacy to digital competence
Transforming education through ICT
Technology addiction, abduction and adoption in higher education
Bridging the digital divide
Reflecting on reflexive thematic analysis
Self-confidence and digital proficiency
Digital demand and digital deficit
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |